Los Angeles Unified School Local District Central Continuous Improvement Journey
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Los Angeles Unified School
Local District Central
Continuous Improvement Journey
Roberto Martinez, Natividad Rozsa, Lydia Acosta-Stephens, Zelendria
Robinson,David Gonzalez,Julie Gonzalez,Christina Cisneros,Elsa Mendoza,
Nova Meza, Veronica Herrera, Rene De Leon, Adalberto Vega, Celenia
Calderon,Aprille Abram, Neil La Sala,VanessaCastilla, Tanya Hidalgo, Emily
Morris, RoyMaclean,Edward Magana,Rocio Solorzano
1
LAUSD LD Central Profile
Total English Gate SPED Free & RFEP Newcomer LTEL P-LTEL
Enrollment Learners Reduced
Lunch
85,088 23,524 9,427 11,306 72,893 27,942 4,051 4,376 4,207
C.C.E.E. Cohort of Schools
Hoover EL, Union EL, Liechty MS, Belmont HS, Contreras SJ HS
Total English Gate SPED Free & RFEP Newcomer LTEL P-LTEL
Enrollment Learners Reduced
Lunch
4,195 1,615 287 555 3,941 1,766 498 340 222
2
Problem of Practice: EL Students Are
Underachieving Compared to Other
Student Subgroups
3
LD Central Problem of Practice = Most Change
Underachievement of English Learners = Control Over
Data PD 5 Parent Support System 3
MiSiS Platform 3 Parent Conferences & 4
Schoology PD around Els Training Adequate Progress
MiSiS Adhoc Primary Language Support
Teacher Support from Trainings
Monitoring
State Dashboard for P.D. Formative
Assist disenfranchised
Attendance families Assessment
Graduation Rate Liaisons Expectations
EL Reclass
Underachievement of EL
Population as Compared
to All & Other
Subgroups
Academic Rigor 4
ELD
1
Designated &
Low Expectations Integrated
Curriculum doesn’t reflect
students needs Affective Needs Support for RFEPs Formative
Culminating and tasks low Restorative Justice Student Standards Aligned Assessments
DOK levels Access Profiles Formative AssessmentStandards Aligned
Positive Intervention Children of Trauma ELPAC
Differentiated Instruction Low Attendance
Formative Assessment
Supports
RI/DIBELS ELPAC
SEPA
Health Needs Reflection Cycles RI/DIBELS
Social Isolation Grades Reflection Cycles
Grades
Theory of Action
»If we align instruction with the CA
content standards/ELD standards,
»If we increase the rigor and
»If we monitor learning, revise & adjust
EL support
»Then we will increase student outcomes
and close the gap for EL students.
5
LD Central EL Goal
All English Learners will achieve 1 level of
progress per year on the ELPAC.
How did we do on ELPAC (Elementary)?
LAUSD - Local District Central
CI Model
8
Short Cycle 1 - August 14 - October 7, 2018
● Provide intervention by • P.D. for teachers in Summer
subgroup based on results Institute
● Monitor designated ELD • Analyze standards & create
● Monitor integrated ELD pacing plan
• Create Common Formative
Assessments for ELA/Math
• Align ELD standards
Act Plan
Study Do • Implement first instructional
• Note results by subgroup
• Note the trends, strategic, block standards
intensive, challenge and • Implement SMART START
benchmark by EL subgroup • Implement Academic Discourse
• Study implementation of • Monitor designated ELD
commitments schoolwide instruction
• Triangulate data, CFA’s, • Assess week of 9/24
classroom observations & • Analyze data week of 10/1
feedback 10
Short Cycle 2 - Oct. 8 to November 30, 2018
•Revise commitments/strategies for cycle 3 based •Revise commitments, intervention based on
on trends noticed from cycle 1 to cycle 2 results of first cycle
•Given successes and common practices from •Train/plan with new ELD teachers/Continue
designated ELD, begin to plan for integrated ELD
training/planning with existing teacher
with “pioneers”
•Align crosswalk of ELD standards and ELA
•Set goal for % of time EL students will be engaged
•Monitor designated ELD
in academic discourse , based on observation
•Share student survey results with all stakeholders. •Design SEL survey and engage students with
•Continue to, stop or start practices based on survey
results from student surveys.
Act Plan
Study Do •Implement 2nd cycle applying learning from 1st
• Results of CFA 2 by typology, compared to
cycle
CFA 1
•Imlement designated ELD
• Implementation of designated ELD in trained
•Using 2nd Unit ELA standards, scaffold instruction
teachers classrooms.
using ELD standards from crosswalk activity
•% of time EL students are engaged in academic
•Monitor designated ELD
discourse
•Collect base data to establish % of time with
• EL students’ dispositions and perceptions based
student talk & engagement during designated ELD
on survey
•Conduct SEL surveys & assess with CFA 2
11Short Cycle 3 - Dec 1st - March 8th (18-19)
● Designated - Continue with AVID Excel Unit
1 , L&L prescribed curriculum • Provide ELA/ELD Crosswalk P.D. in
● Integrated - PLC planning with support from
administrators and coach (used alike January 2019
practices) • Provide planning time
● ELD Standards called out in the ELD Courses • Provide P.D. beginning week of
and EL Core Content Classes. Language
Objectives in all classes.
12/1 (Integrated: Union,
● Implement Department selected strategies Designated: Hoover)
● Summer Title III Newcomer Program
● Belmont
Act Plan
• Continue to teach ELA Standards (focus) by
instructional block
Study Do • Continue to visit classrooms 1 x a week minimum
to note implementation of planning/ learnings
• Designated ELD Teachers aligned and implemented from PD
required curriculum • Assess students with CFAs for 3rd Unit the week
• Content teachers referenced ELD standards in daily of March 4
language objectives • DRS - Analyzed Unit 3 assessments and
• SOSA
established collective agreements
• Continue to implement planned standards by
instructional block, • Visit classrooms 1 x a week minimum to note
• Teachers implement new learning from P.D. and planned implementation of planning/ learnings from PD.
lessons • Assess students with CFAs for 2nd unit the week of
• Teacher participation in on-going SSPTS to identify 12/7 & and unit 3 week of 3/4
students individual needs for small group • Analyze results the weeks of 12/14 & 3/11 to
instruction(MTSS) determine next steps 12Short Cycle 4 - March 9 - May 3, 2019
● Continue with vertical articulation that relates • Ongoing classroom observations using Google
to English Learns Observation Tool, Golden Ticket, and SOSA
● Continue with all district approved EL master • Administered common formative assessments
waivers and review progress for ELs
● Institute GANAS at Belmont • Provide PD time for teachers
● Train and monitor staff on content • Planned to conduct Math/iELD Crosswalk PD to
specific/iELD crosswalk secondary schools
● Providing access to A-G courses to English • Implement targeted intervention for students
learners (ELD 1’s and 2’s) individual needs based on data review
● Create a common observation tool in vertical
articulation
Act Plan
• Further training on ELD standards and common Study Do • Conducted Math/ELD Crosswalk PD for Secondary Schools
(Belmont, SJ Contreras, Liechty)
understanding • mplemented PLC collective agreements (sentence
• Increase of student usage of academic sentence frames, stems, prompts, research based strategies
frames and stems however there is a need to adhering to ELD standards)
increase school-wide daily usage of these strategies • SSPTs (parent, student, and teacher)continued
implementation of Golden Ticket
• Established interventions based on student need at
• Continued with curriculum alignment and rigor
Tier 1 level and to support redesignation
• Continue with data review sessions every five weeks
• Preliminary data gains and created student • Intensive at the secondary level SBAC and ELPAC aligned
awareness of test questions and the reclassification boot camp during during the school day and spring break
process • CCEE group had focused learning walk at Union
• Feedback provided modified lessons for Els at Elementary on implementation of EL strategies and
Union Elementary offered actionable feedback 13Our Impact: A Systematic Approach
Embraced and implemented the PLC model by grade level and/or content
➢ Focused on Tier 1, rigorous first instruction
➢ Curriculum alignment among Local District Central
Secondary schools that integrated ELD standards
into core content courses
➢ Created curriculum alignment of common focus
standards and Common Formative Assessments
(CFAs) in ELA and math➢for both administrators and teachers
Increased awareness of ELD standards
➢acquired
As a result of teacher training and use of
strategies during instruction,
students have been afforded increased
opportunities to engage in academic
discourse➢ Common expectations for ELD instruction ➢ Common monitoring of ELD instruction and student progress. ➢ Anticipation of increased academic gains for English learners on the ELPAC
Evidence of Classroom Observations Before Unit 1….After Unit 3
Golden Ticket
Reclassification Visualized
19Accountability - Standards Based (TLF) 7. (TLF 1d1) Standards-Based Learning Activities 137 Learning activities are not designed to cognitively engage students or they are not aligned with instructional standards. 3 Some of the learning activities are designed to cognitively engage students and are aligned to the instructional standards. Some represent moderate cognitive challenge and there is some differentiation to meet the needs of diverse student subgroups. 31 All of the learning activities are relevant, designed to cognitively engage students, are aligned to the instructional standards and represent awareness of 21st Century Skills. Learning activities are differentiated as appropriate to meet the needs of diverse student subgroups. 96 All of the learning activities are relevant designed to cognitively engage students, are aligned to the instructional standards, and reflect 21st Century Skills. Learning activities are differentiated, as appropriate, to meet the needs of individual learners. 7
Evidence of Instructional Feedback
LAUSD - Local Distr ict Centr al
Next Steps for Sustainability
❏ Continue the vertical articulation as it relates to the achievem
of English Learners
❏ 2019-2020 all secondary schools in LDC will participate in ma
and ELA/iELD Crosswalk training
❏ Continue with the cycle of improvement work
❏ Continue to administer Common Formative Assessments and
curriculum alignment in math and ELAYou can also read
